The Impact of Assigned Reading On Reading Pleasure In Young Adults

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Library and Information Science


This research presents the results of a survey of 833 U.S. adolescents, ages twelve to eighteen years old. It was hypothesized that teachers are assigning reading (rather than students self-selecting books) and that this leads to dissatisfaction with reading. Additional factors (gender, age, and self-identification as a reader) were also examined for their influence on reading satisfaction. The results indicate that approximately one-third of the respondents were allowed to select books for school reading assignments and that self-selection had a statistical impact on their self-perceived reading pleasure. Limitations include geographic location, a non-random sample, and data collection by various surveyors. This study adds to the growing body of research showing that student self-selection of reading materials leads to greater pleasure and interest in reading.

Publication Title

Journal of Research On Libraries & Young Adults



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